“Diplomacy in the Americas” an academically based community service course in which students work with Philadelphia and Norristown public school students to explore solutions to critical problems facing the Americas. Entrenched political, economic, and social inequality, combined with environmental degradation, weak institutions, pervasive health epidemics, weapon proliferation, and other issues pose formidable hurdles for strengthening democratic ideals and institutions. The Organization of the American States (OAS), the world’s oldest regional organization, is uniquely poised to confront these challenges. “Diplomacy in the Americas” guides students through the process of writing policy resolutions as though the students were Organization of the American States (OAS) diplomats, basing their research and proposals on democracy, development, security, and human rights – the four pillars of the OAS. Students will also read literature about what it means to educate for a democracy and global citizenry, and they will have the opportunity to turn theory into practice by creating and executing curriculum to teach and mentor the high school students through interactive and experiential pedagogies.

This is one of the two core classes that are embedded in the Penn Model OAS program, a new initiative launched by LALS. In fact, this academically-based community service course (ABCS) is the signature course of the program engaging youth from the local public high schools.
In terms of the overall LALS curriculum and course offerings, students can take this for credit towards a minor or major at any time.

Instructor's objectives

By the end of the course, students should:
• Develop a solid understanding of the challenges to democracy in the Americas with a greater, exploring what democracy means to the region.
• Become familiar with the history, role, workings, practices, successes and challenges of the Organization of American States.
• Gain a better understanding of literature on transformative education, probing and thinking critically about the question what it means to educate for a global democracy.
• Gain knowledge of the OAS’ four pillars – security, democracy, human rights, and development – and how they apply to the region and one country in particular.
• Acquire a deep and intricate understanding of a one country’s history, politics, and economics
• Develop a solid understanding of the roles and responsibilities of being a diplomat at the OAS, how to write and pass policy proposals, how to engage in dialogue and diplomacy with other countries, and how to problem-solve on a global level.
• Serve as mentors and teachers for high school students participating in the High School Model OAS program. In this capacity, students will learn how to design and executive an effective curriculum on important issues pertaining to Latin America.
o Be able to more fully examine their own experiences, knowledge, and interest in societal problems, via participation in class discussions, the Model OAS simulation, and critical reflection of the readings. From this exploration, students should be able to propose and create ways to bring theory into praxis on a problem of their choice.
o Be able to construct well thought-out arguments and express them in class, reflection papers, exam essays, and final presentation.

Methods of Assessment

Number and size of paper(s) assigned

4 papers.
3 Short 3-4 page reflection papers on the ABCs component of the course (This may change to 2 (5-6 Page) reflection papers. In both students are required to cite and analyze class texts.

One longer research paper related to a class topic or theme, usually pertaining to the OAS and one of its pillars.

Number and type of exams

N/A

Other Requirements

Careful design and delivery of an interactive lesson plan for the high school students.
Participation which includes active in-class participation providing thoughtful contributions on the readings as well as participation and mentoring of the high school students.
Students also have to engage in a short theory/praxis activity such as writing a letter to the editor, attending an event, etc. They are also required to submit questions and comments for guest speakers and to mentor the high school students beyond just carrying out a lesson plan on a topic.

Cross Cultural Analysis

How does the course examine the social values, institutions, and patterns of organization of a culture from within its own perspective?

The course examines the values, institutions, and patterns of organization of the Americas, specifically Latin America, from its own perspective via engagement with texts by Latin American authors, visit to art exhibits by and about Latin American artists, and interaction with a number of policymakers from the region.

How does the course consider the relationships AMONG the following aspects of the culture(s) in question: art, religion, literature, philosophy, social behavior and institutions, and responses to other cultures?

The course focuses on the political, economic, and social institutions of Latin America from mid-20th century to present-day with a specific focus on one country. Students comparatively assess the political and economic trajectory of the country with others in the region. In addition, students delve into the history, purpose, values, and workings of the Organization of American States.

If the course focuses on a particular element in a culture, can you explain how it relates that element to other more general aspects?

The course does tend to focus on the political and economic history of a region, but it does integrate this study with references to literature, the arts, film, and culture more generally. For example, last semester, the students examined the country of Chile. The explored how the period of authoritarian rule in Chile from 1973-1990 compared and contrasted with other countries, and they also studied how the experiences and memories of this period were captured through art and film.

How does the course teach students the methods required for sensitive and critical cultural analysis, such as the informed reading of texts, artifacts, and social institutions?

The course does encourage students to critically assess the literature by carefully considering the context, time period, and overall social context in which the piece was created.

Cultural Diversity in the US

The course should examine one or more of the following forms of differentiation: race/ethnicity, immigrant status, social class, gender, sexual orientation, religious affiliation. Which does it emphasize?

The course may emphasize a comparative perspective within a particular classification scheme (for example, African Americans and Hispanics). If so, please describe:

The course may examine the intersection between two or more of these means of differentiation (for example, race and immigrant status, minority status and sexual orientation). If so, please describe:

The course should address issues of inequality, stratification, and power. Please explain how it does so.

What is the primary method of analysis for the course? (For example, analysis of social scientific data, critical reading of literature, and so forth.)

Quantitative Data Analysis

Prerequisites

Who is the course intended for?

Sample assignments or exam questions.

Do students actively analyze and interpret quantitative data? Explain.

Do students interpret quantitative data to evaluate hypotheses and/or to understand phenomena in the real world? Explain.

What types of quantitative analyses are included in the course? For example, do students learn concepts of random variability and elementary level of statistical analysis of data?

Formal Reasoning

Do students learn formal structures of thought and how to apply them to understand phenomena in the real world? Explain.

If the course also engages students in the statistical analysis of empirical data, is the preponderance of attention give to formal structures implicated in deductive reasoning rather than on inductive reasoning from data to empirical generalizations? Explain.

Types of Analysis: What types of formal analysis are included in the course? For example, do students learn concepts of mathematics, formal logic, formal linguistics, computation and algorithmic thinking, decision theory, or some combination of these?